Since 1915, Shady Hill, a school of 520 students (PK-VIII) and 90 faculty, has been a leader in progressive elementary education. Grades 3-8 engage in Central Subject, an in-depth, integrated study of a particular time or people in history. The year-long Central Subject study, which emphasizes strong content, the use of primary sources, acquisition of essential skills, and self-discovery, forms the core of our curriculum. Central Subject faculty are responsible for the skills and content in both social studies/history and language arts and with the support of performing arts and visual arts faculty, the integration these disciplines. Each Central Subject teacher also serves as a homeroom/advisor for 15-19 students.
Shady Hill is a deeply mission-driven school. We seek to develop independent, joyful and curious learners who respect their own accomplishments and those of others. We strive to be a community whose values are strong and which is unafraid to engage students in important questions. The school’s program allows children to explore their worlds and test their powers. As a diverse school, we believe that an inclusive community is an educational and moral imperative that empowers us all. Therefore, we seek to hire teachers who share this commitment and demonstrate the skills of culturally competent educators.
Shady Hill School is also a teacher training institution. Its long-standing Teacher Training Course, which brings as many as eighteen apprentice teachers to campus each year, prepares talented men and women for careers in education and allows each faculty member the opportunity to be a mentor and meaningful contributor to the teaching field. Because of the school’s commitment to teacher training, the school often seeks teachers with certification.
Teach the grade-level assigned Central Subject (see attached document for further descriptions of each grade’s Central Subject)
Grade V: Ancient and Modern China
Grade VI: Africa
Grade VII: The Early American Experience
Grade VIII: The United States and Immigration
Monitor the social, emotional and academic lives of early adolescent students
Communicate about student progress, write reports, hold parent conferences, and meet with administrators and other faculty to support the needs of individuals
Work collaboratively with grade level team and other members of the Central Subject department to shape and refine the curriculum
Document curriculum using curriculum mapping software
Serve as a full community member by attending weekly faculty meetings, sitting on committees, participating in admissions activities and covering duties and other routine faculty responsibilities
Athletics coaching is strongly encouraged and coaching outside of the school day provides additional compensation
Willingness to support and participate in the teacher training program.
Masters degree or equivalent preferred and prior teaching experience with middle school students
Strong background in middle school curriculum design, including a project-based approach
Familiarity with an integrated, thematic studies approach
Effective, timely and professional communication skills
Employs multicultural and anti-bias teaching strategies that reflect cultural competence
Uses multicultural materials and resources
Engages in professional development to enhance inclusive teaching and leadership practices. The school offers extensive professional development opportunities, including faculty summer study and travel grants.
Additional Salary Information: Annual salary for faculty is determined according to a step scale commensurate with experience.
For a description of the school, refer to: www.shs.org.
For ten decades, Shady Hill, a school of approximately 500 students (B-8) and seventy-five full- and part-time teachers, has been a leader in progressive elementary education. The year-long central subject study, which emphasizes strong content, the use of primary sources, acquisition of essential skills, and self-discovery, forms the core of our curriculum. The school’s program allows children to explore their worlds and test their powers. We seek to develop independent, joyful, and curious learners who respect their own accomplishments and those of others. This same philosophy guides our curriculum in mathematics, science, world languages, physical education, and the arts.
We strive to be a community whose values are strong and which is unafraid to engage students in important questions. As a diverse school, we believe that a varied and inclusive community is an educational and moral imperative that empowers us all. Therefore, we seek candidates who demonstrate a commitment to working in a diverse community.